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Föst orðasambönd í tungumálakennslu
No full textIncreasing students’ vocabulary knowledge and their ability to use words and multiword units are important goals of foreign language teaching. In foreign language pedagogy and curriculum, the emphasis is mostly on single words, while multiword units are often neglected. This article discusses the teaching of multiword units in foreign languages. After a brief definition of multiword units and a description of external and internal factors influencing the teaching of multiword units, theories of phraseodidactics in research on German as a foreign language and general theories of language teaching are outlined, with an emphasis on plurilingual and task-based approaches. The article is largely based on research on the development of interactive learning materials for German as a foreign language. The materials follow a plurilingual approach that involves learning German phrases by using equivalent phrases in English as a bridge. The learning material was developed in the Erasmus+ project Plurilingual Phraseology: Learning multiword units through English (www.phraseolab.org).Að auka þekkingu nemenda á orðaforða og hæfni þeirra í að nota orð og orðasambönd eru mikilvæg markmið kennslu í erlendum tungumálum. Í kennslufræði erlendra tungumála og í námsefni er oft lögð mest áhersla á stök orð á meðan föst orðasambönd sitja á hakanum. Þessi grein fjallar um kennslu fastra orðasambanda í erlendum tungumálum. Eftir stutta skilgreiningu á föstum orðasamböndum og lýsingu á ytri og innri áhrifaþáttum í kennslu orðasambanda er gerð grein fyrir kenningum um kennslu orðasambanda í rannsóknum á þýsku sem erlendu tungumáli og almennum kenningum um tungumálakennslu með áherslu á fjöltyngi og verkefnismiðun.
Greinin byggir að miklu leiti á rannsóknum og vinnu við þróun á gagnvirku námsefni fyrir þýsku sem erlent tungumál með fjöltyngdri nálgun sem felst í að læra þýsk orðasambönd með því að styðjast við jafngild orðasambönd í ensku. Námsefnið var unnið í Erasmus+ verkefninu Plurilingual Phraseology: Learning multiword units through English (www.phraseolab.org)
Menning, staðhættir og saga sem endurspeglast í föstum orðasamböndum í íslensku, spænsku og þýsku
No full textThis article deals with fixed phraseological units in Icelandic, Spanish and German. The focus is on how culture, traditions and history are reflected in the fixed expressions of the three selected languages. Fixed phrases can be divided into two categories depending on whether they are global or universal, i.e. found in many languages of the world, or specific or area bound, i.e. occur only in a specific language or language area. The article also discusses Dobrovol’skij’s and Piirainen’s classification of cultural phenomena that underlie cultural expressions into five categories: (1) social elements, (2) material elements, (3) texts and quotations, (4) elements that fall under the supernatural phenomena and (5) elements pertaining to various cultural symbols. In the article we will follow these main classifications and give examples of universal fixed phrases in the three languages. Finally, specific fixed expressions in the three languages are discussed and how their origin is related to the history, customs and culture of each language areaÍ þessari grein er fjallað um föst orðasambönd í íslensku, spænsku og þýsku og er hér sjónum beint að því hvernig menning, staðhættir og saga endurspeglast í föstum orðasamböndum tungumálanna þriggja. Unnt er að skipta föstum orðasamböndum í tvo flokka eftir því hvort þau eru alþjóðleg eða algild (e. universal), þ.e. fyrirfinnast í mörgum tungumálum heims, sértæk eða svæðisbundin (e. particular), þ.e. koma einungis fyrir hjá afmörkuðum hópi eða þjóð. Þá er fjallað um flokkun Dobrovol’skij og Piirainen sem skipa menningarfyrirbærum sem liggja menningarbundnum orðasamböndum til grundvallar í fimm flokka: (1) samfélagslegir þættir, (2) efnislegir þættir, (3) textar og tilvitnanir, (4) þættir sem falla undir yfirnáttúruleg fyrirbæri og (5) þættir sem lúta að ýmsum menningartáknum. Í greininni verður stuðst við þessar helstu flokkanir og nefnd dæmi um algild föst orðasambönd í tungumálunum þremur. Loks er fjallað um sértæk föst orðasambönd í tungumálunum þremur og hvernig uppruni þeirra tengist sögu, staðháttum og menningu hvers málsvæðis fyrir sig. Þar sem um sértæk orðasambönd er að ræða verður litið til uppruna orðasambanda í hverju tungumáli fyrir sig, íslensku, spænsku og þýsku
Verschollen, wiedergefunden und missverstanden: Ein Reisebericht aus Island, vermeintliche Tagebücher und andere Manuskripte im Nachlass von J.C. Poestion
Get PDFThe Austrian Josef Calasanz Poestion (1853–1922) was a translator and expert in Icelandic cultural history and contemporary literature. In the summer of 1906, he traveled through Iceland as a guest of honor. After the visit, he composed the manuscript of a travelogue that he failed to complete and publish before his death.
This paper examines the manuscript from two perspectives: by contextualizing it within Poestion’s literary remains and with a view to its publication for present-day readers. Poestion’s literary remains comprised various unpublished manuscripts, letters, excerpts, translations, etc. Shortly after his death, these were divided up and distributed to various parties in Iceland and Austria. The paper traces the history of these documents and describes whether and where they are accessible. It details how comparison between manuscripts aids in the interpretation of texts and understanding the author’s writing process and collaboration with others, especially secretaries. A long-standing misunderstanding about the existence of Poestion’s travel journal from Iceland is corrected. Finally, the characteristics of the manuscript, such as structure, handwriting, script etc., are considered with a view to publishing the manuscript in a form that would be useful to scholars and other readers.Týnd, fundin og misskilin. Ferðabók um Ísland, meintar dagbækur og önnur handrit í einkaskjalasafni Jósefs Calasanz Poestion
Austurríkismaðurinn Jósef Calasanz Poestion (1853–1922) var þýðandi og sérfræðingur í íslenskri menningarsögu og samtímabókmenntum. Sumarið 1906 var hann heiðursgestur á Íslandi og ferðaðist um landið. Í kjölfarið samdi hann handrit að ferðabók sem honum tókst ekki að ljúka og birta áður en hann féll frá.
Í greininni er þetta handrit skoðað í tvennu tilliti: í samhengi við einkaskjalasafn Poestions og með útgáfu fyrir nútímalesendur í huga. Einkaskjalasafn fræðimannsins samanstóð af ýmsum óútgefnum handritum, bréfum, útdráttum, þýðingum o.fl. Stuttu eftir andlát hans var ákveðið að skipta skjalasafninu niður og dreifa til ýmissa aðila á Íslandi og í Austurríki. Í greininni er saga þessara gagna rakin og greint frá því hvort og hvar þau eru aðgengileg. Lýst er hvernig samanburður á nokkrum handritum hjálpar við að túlka texta og átta sig á vinnuferli höfundar og samvinnu hans við aðra aðila, einkum ritara. Meðal annars er langvarandi misskilningur um tilvist ferðadagbókar Poestions frá Íslandi leiðréttur. Í lokin er farið yfir einkenni handritsins svo sem byggingu, rithönd, skrift, frágang o.fl. og metið hvernig hægt væri að búa það þannig undir prentun að það gagnaðist fræðasamfélaginu og öðrum lesendum
Um Cristinu Civale
Get PDFUm argentínska rithöfundinn, blaðamanninn og menningarfrömuðinn Crisina Civale (f. 1960)
Loginn og kertið
No full textLeonardo da Vinci (1452–1519) var einkar fjölhæfur maður sem vann á mörgum sviðum. Ekkert virtist honum óviðkomandi. Hann var listmálari, myndhöggvari, stærðfræðingur, verkfræðingur, uppfinningamaður og margt fleira. Eftir da Vinci liggja ógrynni skrifa um málefni á margvíslegum sviðum með teikningum í svonefndum stílabókum. Inn á milli þessara skrifa um líffærafræði, grasafræði, stjörnufræði, kortagerð og annað, og á spássíu stílabókanna, eru stuttar sögur af ýmsu tagi, meðal annars fabúlur (dæmisögur), sögur um dýr í anda dýratala, kjarnyrði og gátur. Sagan sem hér birtist er tekin úr Codex Atlanticus, f. 188 r.
Kristín Guðrún Jónsdóttir þýddi úr ítölsku og spænsk
Frá nýlendustefnu til loftslagsvár: Ísbirnir í skáldverkum eftir James Hogg, Helen McClory og Vicki Jarrett
No full textThis article focuses on three Scottish texts, The Surpassing Adventures of Allan Gordon by James Hogg (1837), “The Companion” by Helen McClory (2018) and Always North by Vicki Jarrett (2019), all of which are set in the Arctic and feature polar bears. It argues for a reading of these literary works as showcasing two distinct stages in our relationship with the Arctic, as seen from a European (British/Scottish) perspective. The first text represents early nineteenth-century attitudes towards the Arctic, reflecting imperialistic and gendered ideas of the time. The latter two texts reveal significant changes in outlook, demonstrating acute awareness of – and sense of guilt regarding – the impact of anthropogenic climate change. The figure of the polar bear, the animal most associated with the Artic, is pivotal to all three authors’ treatment of these issues. The texts feature polar bears as companion figures central to our relationship with the Arctic, with the latter two inviting a reading of the bears as spectral beings symbolic of an ‘environmental haunting’ that reflects the current climate crisis. Additionally, these modern texts incorporate Indigenous perspectives, portraying the polar bear as a spiritual guide and a symbol of resilience, thus enriching the narrative with traditional ecological knowledge (TEK) and highlighting the interdependence of all living beings.Þessi grein fjallar um þrjú skosk bókmenntaverk, The Surpassing Adventures of Allan Gordon eftir James Hogg (1837), „The Companion“ eftir Helen McClory (2018) og Always North eftir Vicki Jarrett (2019). Öll verkin gerast á norðurslóðum og fjalla um ísbirni. Greining þessara bókmenntaverka sýnir hvernig þau endurspegla tvö ólík stig í samskiptum okkar við norðurslóðir, séð frá evrópsku (bresku/skosku) sjónarhorni. Fyrsta verkið speglar viðhorf frá fyrri hluta nítjándu aldar, sem byggðu á heimsvaldastefnu og kynjuðum hugmyndum þess tíma. Hinar tvær sögurnar endurspegla hins vegar umtalsverðar breytingar á viðhorfum og sýna fram á skarpa vitund – og sektarkennd – gagnvart áhrifum loftslagsbreytinga af mannavöldum. Ísbjörninn, dýrið sem tengist norðurslóðum hvað sterkast, gegnir lykilhlutverki í meðferð allra þriggja höfunda á þessum málum. Verkin lýsa ísbirninum sem félaga eða fylgju aðalpersónanna, þar sem hann er miðlægur í tengslum manna við norðurslóðir. Nýrri verkin, eftir McClory og Jarrett, hvetja jafnframt til túlkunar á ísbirninum sem draugalegri veru sem táknar „umhverfislegar ásóknir“ vegna loftslagsvár nútímans. Auk þess má merkja greinileg áhrif af sjónarhorni frumbyggja norðurslóða á þessi nútímaverk, þar sem ísbirninum er lýst sem andlegum leiðsögumanni og tákni um styrk og seiglu. Þannig flétta McClory og Jarrett hefðbundinni vistfræðilegri þekkingu (TEK) inn í frásögnina og undirstrika hvernig allar lifandi verur eru háðar hver annarri
The Eufemian poetry in Finish translation by Harry Lönnroth
No full textHarry Lönnroth, prófessor við Háskólann í Jyväskylä og sérfræðingur í fornsænsku máli og bókmenntum, er þekktur fyrir mörg grundvallarrit á sínu fræðasviði sem og öðrum sviðum, meðal annars þýðingarfræði. Á sviði skáldskapar hefur hann einbeitt sér að þýðingum úr fornsænsku yfir á finnsku. Erikskrönikan – sem hann þýddi ásamt Martti Linna – kom út árið 2013 og tíu árum seinna Evfemíuljóðin (Eufemian laulut) sem Warelia-forlagið í Sastamala gaf út.Harry Lönnroth, Professor at the University of Jyväskylä and a specialist in Old Swedish language and literature, is well known for numerous foundational works in his field as well as in other areas, including Translation Studies. In the field of literary translation, he has focused on translating texts from Old Swedish into Finnish. Erikskrönikan, which he translated together with Martti Linna, was published in 2013, followed ten years later by Eufemian laulut, published by Warelia Press in Sastamala
Teachers’ Experiences of Learning Loss in the Post-Pandemic Era: The Cotton Effect and Scorched Earth in Upper Secondary Education
No full textMarkmið þessarar rannsóknar var að varpa ljósi á upplifun framhaldsskólakennara á því námi sem fram fór á COVID-19-tímabilinu og langtímaafleiðingum faraldursins á skólastarf. Niðurstöður fjölmargra erlendra rannsókna hafa sýnt fram á neikvæð áhrif COVID-19-faraldursins á nám nemenda. Tíndar hafa verið til margar skýringar, meðal annars þær að sumir kennarar hafi átt erfitt með að koma efninu til skila, þeir hafi jafnvel sleppt ákveðnum efnisþáttum, og aðrir breytt áherslum. Þá hafi það ekki hentað öllum nemendum að læra í gegnum netið og suma hafi skort stuðning heima fyrir til að sinna náminu. Talað hefur verið um námsskerðingu (e. loss of learning), í skrifum um þessar afleiðingar faraldursins en lítið hefur verið fjallað um þetta í íslensku samhengi. Vorið 2024 var spurningalisti lagður fyrir alla sem sinntu kennslu í framhaldsskólum á Íslandi í þeim tilgangi að líta yfir farinn veg og læra af reynslunni af COVID-19- tímabilinu, og svöruðu 495 spurningunum. Niðurstöðurnar sýna að kennarar upplifðu ýmsar breytingar hjá nemendum. Þeir nefndu göt í þeirri þekkingu sem nemendur áttu að hafa tileinkað sér á tímum samkomutakmarkana og því hefði verið erfitt að byggja ofan á þá þekkingu þegar skólastarf var komið í hefðbundnara form. Bent var á að minni kröfur hefðu verið gerðar til nemenda, sveigjanleikinn hefði verið mikill og erfitt að snúa þeirri þróun við. Kennarar nefndu bómullaráhrif og sviðinn svörð í þessu samhengi. Sumir nemendur hefðu fengið mikla aðstoð við verkefnavinnu utan kennslustunda, jafnvel þannig að annar aðili hefði að mestu unnið verkefnin. Þá minntust kennarar á minnkaða félagshæfni nemenda og bentu í því samhengi á skort á tækifærum til samvinnu og samskipta á COVID-tímabilinu. Niðurstöðurnar beina kastljósinu að gæðum náms og kennslu í faraldrinum og langtímaafleiðingum ástandsins sem ekki hefur tekist að vinda ofan afThe aim of this study was to investigate the experiences of upper secondary school teachers in regard to both the teaching and learning taking place during COVID-19 and the long-term effects of the pandemic on education. Numerous international studies have demonstrated the adverse effects of the COVID-19 pandemic on student learning, but thus far, none have investigated the issue in Iceland.
Various adverse effects resulted from the pandemic. Some teachers had difficulty delivering the material under new conditions, some omitted specific topics, and others changed their focus. Moreover, online learning did not work for all students, and some lacked the support at home to fully participate in their studies during this period. The term ‘loss of learning’ has been used to describe these consequences. Changes in teaching made during the COVID-19 pandemic ruptured the organisation and rhythm of upper secondary school education. In Iceland, first and foremost, the emphasis during the pandemic was on the well-being of students. Research has shown that teachers lessened the academic requirements; they indicated that their students had more absences from school and were more inactive than prior to the pandemic. In addition, students reported looking more towards their social network during this period for assistance in learning and many said they did not get the help they needed. These results indicate that learning loss is a likely consequence of the COVID-19 period in Iceland.
In spring of 2024, a questionnaire was administered to all those teaching in upper secondary schools in Iceland where they were asked about teaching and student learning during the COVID-19 pandemic and what they saw as the long-term consequences of this period. The response rate was 28% with 495 responses received. As the focus of this study was on the effects of the COVID-19 period on teaching and learning, the responses of those 425 respondents who had taught at upper secondary schools both before and during the pandemic were analysed. A particular focus was on answers to an open-ended question posed to those (N = 317) who agreed that the COVID-19 period had had effects on student learning. These answers were thematically analysed to obtain a fuller view of the teachers’ experience and views.
The findings indicate that teachers observed various changes in students’ learning behaviour and outcomes. When comparing current students with students prior to the pandemic, the teachers thought student attendance was worse, homework was lacking, they participated less during lessons, were less independent and interested, and seemed to have more difficulty with collaborations and group work. It was notable that over one-third of the teachers said that academic requirements had lessened in comparison to prior to the pandemic. When asked whether the COVID-19 period had affected student learning, 67% of the teachers agreed and were asked to elaborate. The teachers spoke of loss of learning, as prerequisite knowledge was lacking, making it difficult to build on that knowledge when school activities returned to a more traditional format. They noted that they were not able to make the same academic demands as before, since the students and parents expected more flexibility and slack, and reversing these trends remained difficult. Some reported that students had received significant help with assignments outside of class during the pandemic, to the extent that another person mostly completed the assignments and the exams for them. As a result, the students lacked the expected knowledge and were less independent. Teachers also mentioned that students’ social skills seem to have suffered, pointing to a lack of opportunities for collaboration and interaction during the COVID period.
Overall, the findings show serious consequences for student learning due to the pandemic. These consequences have not been discussed or addressed in Iceland. The results therefore raise questions about the quality of education during and, more importantly, after, the pandemic, and highlight the unresolved long-term consequences of the situation in the post-pandemic era
From Runner to Leader: The Impact of Changes in Work Environments and Professional Practices in Preschools
No full textGjaldfrjáls sex klukkustunda leikskóladvöl var innleidd í Akureyrarbæ og Kópavogsbæ í þeim tilgangi að bæta starfsumhverfi starfsmanna og þjónustu við börn. Tilgangur þessarar rannsóknar var að kanna hvernig leikskólastjórar upplifðu og brugðust við innleiðingu sex klukkustunda gjaldfrjálsrar leikskóladvalar hjá bæjunum tveimur og hvaða áhrif breytingarnar höfðu á faglegt starf, stjórnunarhætti og innra starf leikskólanna. Sérstaklega var skoðað hvaða þættir höfðu mest áhrif á stjórnendur og hverjar væntingar þeirra væru til áframhaldandi þróunar. Tekin voru rýnihópaviðtöl við stjórnendur 17 leikskóla þar sem þeir miðluðu reynslu sinni og mati á breytingunum. Niðurstöður sýndu að breytingarnar höfðu í för með sér tækifæri sem birtust að mati stjórnenda í faglegu starfi. Færri börn síðdegis veittu starfsfólki svigrúm til að einblína á fagleg verkefni og undirbúning, sem leiddi til aukinnar fagmennsku og ánægju meðal starfsfólks. Þátttakendur lýstu áhyggjum af að ávinningurinn gæti verið skammvinnur nema stjórnsýslan styddi við faglegt starf og stöðugleika í starfsumhverfi. Gildi rannsóknarinnar felst í að varpa ljósi á hvernig stjórnendur geta unnið með kerfislægar breytingar á faglegan hátt. Hagnýtt gildi hennar felst í mikilvægi þess að skapa varanlegan stuðning við leikskólastjórnendur og starfsfólk með áherslu á mönnun, símenntun og skýra stefnu til að tryggja sjálfbærar umbætur í leikskólastarfi.The introduction of six hours of free preschool attendance in Akureyri and Kópavogur sought to support parents while enhancing services for children. This policy shift represented a significant structural change in early childhood education, with implications for the professional work of preschool leaders and staff. This study investigates how preschool directors experienced the change, its effects on internal operations, and the strategies employed to navigate the challenges it introduced. Additionally, the study explores directors’ perspectives on the positive and negative impacts of the change, as well as their expectations for future development in the preschool system.
Focus group interviews were conducted with directors from 17 preschools (nine in Kópavogur and eight in Akureyri). Participants shared their reflections on the implementation process, the challenges encountered, and the changes observed in their work environments. The study adopts a qualitative approach, utilising thematic analysis to identify key patterns and themes emerging from the data. This methodological framework enables a nuanced understanding of how systemic changes affect preschool leadership and internal practices.
The findings reveal that the introduction of free preschool hours brought both opportunities and challenges. On the one hand, a decrease in the number of children present during the afternoon hours allowed staff to dedicate more time to professional tasks, including planning, development, and reflective practice. This shift fostered a greater sense of professionalism and enhanced job satisfaction among staff members. Directors noted that this restructuring supported a focus on quality education and created a more sustainable work environment.
However, the findings also highlight lingering effects from prior changes, specifically the reduction in working hours, which had occurred earlier but continued to exert pressure on the work environment of preschools. These earlier changes had introduced significant challenges, particularly for preschool directors, as they struggled to manage staffing, workloads, and operational demands under the revised framework. While the current policy provided some relief in terms of creating more structured professional time, the compounded effects of prior reforms had left directors navigating a complex landscape of operational constraints and heightened demands.
Participants emphasised the critical role of professional leadership and adaptive strategies in managing these cumulative challenges. They described leveraging collaborative practices, such as team-based decision-making and professional learning communities, to maintain high standards despite the pressures. These approaches supported the day-to-day operations of preschools and promoted a culture of shared responsibility and continuous improvement.
The study underscores the importance of governance structures that support preschool leaders in effective adapting to systemic changes. Participants called for greater investment in recruitment and retention strategies, targeted professional development, and clear policy frameworks to ensure long-term sustainability in early childhood education.
By focusing on the experiences of preschool directors during a period of structural transformation, this study contributes to a deeper understanding of the interplay between policy, practice, and leadership in early childhood education. The findings highlight both the opportunities and challenges presented by systemic changes and offer practical guidance for educators, policymakers, and leaders.
In conclusion, the introduction of free preschool hours in Akureyri and Kópavogur represents a significant development in Icelandic early childhood education, with implications for professional practices and leadership. While the policy brought clear benefits, its implementation also revealed the lingering effects of previous reforms, underscoring the need for a holistic and sustained approach to change management
Empowering Parents and Preschool Teachers: A Study on Inclusive Early Childhood Education
No full textMarkmið rannsóknarinnar sem hér er til umfjöllunar var að styrkja stöðu foreldra barna sem þurfa sérhæfðan stuðning í leikskóla, með áherslu á teymisfundi og samskipti foreldra og deildarstjóra. Tilgangurinn var að efla og styðja við inngildandi menntun í leikskólum. Rannsóknin fór fram í tveimur leikskólum í Reykjavík yfir þriggja ára tímabil. Þátttakendur voru deildarstjórar, sérkennslustjórar og stjórnendur leikskólanna auk verkefnastjóra frá Skóla- og frístundasviði Reykjavíkurborgar og tveggja rannsakenda við Menntavísindasvið Háskóla Íslands. Tekin voru viðtöl við þátttakendur í upphafi og lok verkefnis og skráðu þeir hjá sér og kynntu framvindu verkefnisins meðan á því stóð. Einnig voru tekin viðtöl við tvo foreldra í báðum leikskólum. Í upphafi verkefnisins kom fram að foreldrar voru oft valdalausir á teymisfundum þar sem sérfræðingar stýrðu umræðunni, en foreldrar sátu hjá sem óvirkir hlustendur. Þátttakendur unnu við að breyta þessu með því að þróa skipulag teymisfunda, þar sem foreldrar fengu meira rými til að tjá sig og taka virkan þátt í ákvarðanatöku. Þá var lögð áhersla á aukna þátttöku deildarstjóra á teymisfundum til að styrkja ábyrgð þeirra á námi og líðan allra barna á deildinni. Með þessu fyrirkomulagi urðu deildarstjórar virkari í samstarfi við foreldra og höfðu betri yfirsýn á stöðu allra barna í sínum hópi. Jafnframt stuðlaði þessi breyting að því að börn sem voru í viðkvæmri stöðu voru síður aðskilin frá barnahópnum, þar sem deildarstjórar tóku aukna ábyrgð á menntun þeirra og velferð innan daglegs skólastarfs. Rannsóknin undirstrikar mikilvægi virkrar þátttöku foreldra í námi barna sinna og nauðsyn þess að styðja við faglega þróun starfsfólks til að tryggja að allir leikskólar séu raunverulega fyrir öll börn.Inclusive education ensures that all children can attend their neighbourhood school alongside their peers and friends (Heimsmarkmiðin um sjálfbæra þróun [United Nations Sustainable Development Goals], n.d.). It benefits individual children and contributes to broader societal awareness of the rights and abilities of all children. Inclusive education is founded on principles of equality and respect for diversity (UNESCO, 2021). Effective collaboration between parents and schools, based on mutual respect and shared decision-making, is crucial for fostering an inclusive learning environment (European Commission, 2021).
According to the Icelandic National Curriculum for Preschools (Mennta- og menningarmálaráðuneyti [Ministry of Education, Science, and Culture], 2012), collaboration between preschool staff and parents should be rooted in mutual understanding and respect for each other’s perspectives and knowledge. Trust, the ability to share viewpoints, and joint decision-making regarding individual children are essential. While the importance of strong communication with parents is widely recognised, practical implementation is often challenging. This is particularly true in interactions with parents of children in vulnerable situations or with special needs, who frequently feel powerless and dependent on expert opinions (Kyriazopoulou et al., 2017; Murdoch et al., 2022).
This study, conducted in two preschools in Reykjavik, was part of the Erasmus+ project Be Inclusive: Towards Inclusion of Children with Special Needs and Their Parents in ECEC (Be-In). The project involved universities, municipalities, and preschools from Portugal, Belgium, and Iceland, focusing on promoting inclusive early childhood education by analysing research and policy related to inclusive preschool practices and parental collaboration. The study also aimed to enhance the professional competencies of preschool educators in working with children with special needs and fostering strong relationships with their families. The specific goal of the research in Iceland was to empower parents of children with special needs, emphasising team meetings and communication between parents and classroom head teachers.
Research indicates that preschool participation positively impacts children’s well-being and academic success. Ensuring that all children, particularly those in vulnerable situations, have access to quality early education is a key priority (European Commission et al., 2025). Preschool education can reduce social inequalities and bridge gaps between children from diverse backgrounds. However, access to preschools remains inadequate in many European countries, including Iceland. Many municipalities struggle with gaps in early childhood care between parental leave and preschool enrollment, and children with special needs are not always welcomed into all preschools (Leseman & Slot, 2014). Parents of children with special needs advocate for their children’s right to inclusive education and their participation in society (Cologon, 2022).
Despite existing policies supporting inclusion, families often face difficulties in determining whether their child with special needs will be accepted into a preschool and what support will be available (De Schauwer et al., 2023). In Iceland, there are no laws mandating universal preschool access, although preschools are considered the first level of education (lög um leikskóla [Preschool Act] No. 90/2008). Some municipalities prioritise preschool placement for children with special needs (Hafnarfjörður, n.d.; Reykjavíkurborg [City of Reykjavik], n.d.). The Act on Integrated Services for Children’s Well-being (No. 86/2021) aims to ensure that children and parents who require support can access coordinated services without barriers.
Despite these policies, parents of children with special needs frequently face challenges in finding preschools that meet their children’s needs. International studies have shown that parents encounter systemic barriers, negative attitudes, prejudice, and exclusionary practices within educational institutions (Eilers, 2020). When children with special needs are placed in special schools or segregated programmes within preschools, early childhood education can become the first step toward exclusion (Macartney & Morton, 2013; MacLure et al., 2012). Research indicates that many schools are unprepared to meet the needs of all children due to a lack of resources, trained staff, and specialised facilities. This results in a failure to implement inclusive policies effectively, often leading to solutions such as specialised training that promote segregation within the school setting (Cologon, 2022; Underwood, 2012).
Findings from this study highlight that, despite policies supporting inclusive preschool education, barriers persist, indicating that not all preschools are genuinely inclusive. Empowering parents and ensuring that their perspectives are acknowledged increases the likelihood that children with special needs receive appropriate support. Strengthening the role of classroom head teachers and incorporating creative strategies, such as using videos in team meetings, enhances inclusive practices and improves collaboration between parents and preschools. These findings have practical implications for preschool staff seeking to implement inclusive practices. Ensuring that policy implementation aligns with practice is crucial to guaranteeing equitable access to preschool education and fostering learning environments where all children can thrive